Project READI: Designing Instruction for Evidence-Based Argumentation in the Disciplines

Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: [email protected]; Web site: http://www.sree.org

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Intervention; Evidence; Intellectual Disciplines; Persuasive Discourse; Reading; Reading Programs; Literacy; Reading Instruction; Reading Comprehension; Middle School Students; High School Students

Project READI defines reading for understanding as the capacity to engage in evidence-based argumentation from multiple text sources of information, situated within a discipline. This definition reflects what is thought of as central competencies needed for success in 21st century society. Yet the evidence indicates that students are graduating from high school without these skills. Project READI is developing interventions whose overarching goal is student attainment of reading for understanding. The authors of this study are simultaneously engaged in design-based research to develop the intervention and basic studies of the cognitive, social, and instructional processes and practices involved in reading for understanding, and are working in three disciplines--literature, history, and science--and across grades 6 to 12. The development of the intervention is based on a theory of change that posits that students' acquisition of knowledge, skills, and dispositions necessary for reading for understanding depends on teachers creating appropriate opportunities to learn. To create these opportunities to learn, teachers need to understand the what, why, and how of instruction that supports reading for understanding, including tasks, text sets, instructional practices, and assessments. The Project READI intervention therefore includes: (1) the development of exemplar instruction in the form of Evidence-Based Argumentation Instructional Modules (E-BAIMs) that can be used in classrooms; and (2) teacher professional development focused on deep analysis of the E-BAIMs and implementations of them, thereby providing teachers with opportunities to develop the expertise needed to implement and adapt modules. This report discusses lessons learned through design-based research regarding important features of the design and implementation of components of the E-BAIMs. The overarching research question is whether the intended outcomes of particular aspects of the design, as well as of the module overall, were achieved. E-BAIMs implementations have been conducted in classrooms in urban and exurban public or publicly-supported charter schools serving children from diverse backgrounds. Design-based research methodology was employed in studying each implementation, with each classroom constituting a case. Qualitative analyses of field notes, interviews, and analytic memos along with qualitative and quantitative analyses of the pre/post assessments and student artifacts over the course of the module were used to inform the fundamental research questions. Analyses indicated increases in noticing symbols and stating claims, as well as some increase in citing information from the texts, but a lack of reasoning that connected the information from the text to the claims. There was little evidence of comparison or contrast across stories. The results of this design-based research indicate several areas that researchers are pursuing in the development of the modules. Tables are appended.

ERIC

21

2016

ED564088